BOWIE STATE UNIVERSITY

CLIMATE ACTION PLAN

BSU ENVIRONMENTAL SUSTAINABILITY TEAM (BEST)

OCTOBER 2009

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Table of Contents

Executive Summary

Chapter 1. Introduction

Chapter 2. Administrative Guidelines

Chapter 3. Energy Conservation and Power Sources

Chapter 4. Transportation

Chapter 5. Education, Training and Research

Chapter 6. Funding the Plan

Chapter 7. Goals and Recommendations

Appendix I Acronym List

Appendix II Glossary

Appendix III BEST Directives and Resources

Appendix IV Greenhouse Gas Inventory Summary

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BOWIE STATE UNIVERSITY

CLIMATE ACTION PLAN

"Sustainability implies that the critical activities of a higher education institution are (at a

minimum) ecologically sound, socially just, and economically viable, and that they will continue

to be so for future generations. A truly sustainable college or university would emphasize these

concepts in its curriculum and research, preparing students to contribute as working citizens to an

environmentally sound and socially just society. The institution would function as a sustainable

community, embodying responsible consumption of food and energy, treating its diverse members

with respect, and supporting these values in the surrounding community.”

Association of University Leaders for a Sustainable Future (www.ulsf.org)

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EXECUTIVE SUMMARY

The Climate Commitment Coordinating Committee (C4) at the behest of the Bowie State

University (BSU) president, Dr. Mickey L. Burnim, has developed a Climate Control Action plan

geared toward creating a roadmap for carbon neutrality by 2012. An institutional climate action

plan is a requirement of the American College and University Presidents Climate Commitment

(ACUPCC). Carbon neutrality occurs when energy and resources are used in a way that does not

increase the net amount of carbon dioxide or other greenhouse gases (GHG) in the atmosphere

over time.

The rationale for developing a campus climate control action plan includes consideration

of the current state of the world, and the role that a large institution can play in shaping the future.

Environmental issues and their social impacts and causes have precipitated debates about how a

healthy, prosperous and just future will be produced. Universities already play unique roles in

educating society and conducting research. Thus, BSU can lead and help develop sustainable

practices by educating and by example. The challenges imposed by a, suburban setting, large

commuting population, importing of materials and energy, and exporting nearly all wastes, are

relevant to surrounding communities.

Over the last several years, the institution has updated campus master plans, conducted an

environmental audit, and made material investments in infrastructure. The university’s aim is to be

recognized as a leader in operations, teaching, and campus events related to sustainability. In

addition, BSU’s institutional vision and mission supports the inclusion of sustainability as an

institutional goal by reinforcing constituent needs, market demands, and the emerging challenges

confronting socioeconomic cultures that serve as an important basis in the University’s efforts to

develop educational programs and improve student access to instruction.

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Chapter 1. Introduction

Experts in various disciplines and arenas have shown that human impacts on the

environment are creating situations that lower the capacity of Earth to support humanity and other

life forms, and that in certain key arenas the situation is likely to deteriorate. Efforts to mitigate the

problem have revolved around the concept of humanity living in a sustainable fashion. Although

there are various definitions of sustainability, the basic meaning is living in a way that ensures that

future generations enjoy the benefits of a healthy environment and social well-being.

Sustainability is not limited to environmental concerns but rather integrates three dimensions:

ecological integrity, social justice, and economic well-being. It is also not limited to merely

preserving resources. It also includes positive steps toward ecological, social, and economic

health.

BSU has been making significant steps towards a sustainable future. Progress towards

campus sustainability can be traced back to strategic planning that occurred within the past three

years. As a result of that planning, the university developed a series of statements and guiding

principles that have influenced our efforts by advocating excellence, civility, integrity, diversity

and accountability. The BSU Vision includes the goal of “placing emphasis on science,

technology, teacher education and business disciplines” that ultimately results in engaging people

and ideas for common good.

Our Core Values include “Excellence and Accountability” and as such we believe that

educators and students should explore and engage the challenges that confront regional, national

and global communities, using their intellectual and creative capabilities to understand, investigate

and solve problems. Excellence and Accountability will enhance our social awareness allowing us

to respond to domestic and international needs for equitable and sustainable societies.

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By proactively endorsing sustainability throughout the BSU community, the university has

committed itself to the principles of ecological integrity, social and economic justice, and

democracy. In keeping with climate control and sustainability consciousness the C4 team mantra

is that “we must decide to live with a sense of universal responsibility, identifying ourselves with

the whole Earth community as well as our local communities.”

Over the last several years, the institution has updated campus master plans, conducted an

environmental audit, and made material investments in staff and infrastructure. The university

strives to be acknowledged as a regional leader in operations, teaching, and campus events related

to sustainability. In higher education, the notion of sustainability has special meanings. University

Leaders for a Sustainable Future (ULSF) has stated that: “Sustainability implies that the critical

activities of a higher education institution are at a minimum ecologically sound, socially just, and

economically viable, and those will continue to be so for future generations. A truly sustainable

college or university would emphasize these concepts in its curriculum and research, preparing

students to contribute as working citizens to an environmentally sound and socially just society.

The institution endeavors to function as a sustainable community, embodying responsible

consumption of food and energy, treating its diverse members with respect, and supporting these

values in the surrounding community.”

As this definition suggests, there are various aspects to sustainability in higher education.

Four dimensions are often highlighted: teaching, research, operations, and outreach, with the

notion of sustainability having different nuances in each. The Presidents Council on Sustainable

Development indicated that “Education for sustainability is a lifelong learning process that leads

to an informed and involved citizenry having the creative problem-solving skills, scientific and

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social literacy, and commitment to engage in responsible individual and cooperative actions.

These actions will help ensure an environmentally sound and economically prosperous future.”

Education for sustainability, then, seeks to empower students with a deep sense of

environmental and social citizenship and with the knowledge and skills needed to work effectively

for sustainability. Sustainability in research involves gaining expertise and communicating new

ideas that enable society to create a sustainable future. Sustainability in operations involves

minimizing our ecological footprint and ensuring an economically and socially just community on

campus. Sustainability in outreach includes sharing that knowledge with the broader community,

as well as obtaining financial resources necessary to accomplish all of these goals.

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Chapter 2. Administrative Guidelines

Team Creation

In December 2007, President Burnim established a Campus Sustainability Team and

charged the team with the responsibility of developing an integrated Campus Sustainability Plan

(CSP) which would guide the University in an effort to be a leader in responsible environmental

stewardship, education, outreach and research. The full text of the President’s Charge memo is

included in Appendix III. The specific elements of the Team and Plan Goals are listed below.

President’s Charge

The Campus Sustainability Plan will:

Indicate how the plan is an outgrowth of BSU’s governing ideas, and recognition of the

university’s responsibility to work toward a sustainable future.

Help ensure that our campus sustainability is comprehensive, including operations,

teaching, research, and outreach.

Make substantive recommendations for achieving sustainable operations and sustainability

education based on environmental audits and needs assessments.

Increase the sense of environmental and social citizenship of BSU as a whole and as one

goal of our students’ education.

Cultivate awareness and appreciation on campus of sustainability, its relevance throughout

the university, our responsibility to promote it.

Be distributed for consideration by governance groups, vice presidents and deans.

Team Goals

In accomplishing the team charge, the Team will pursue the following goals:

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Maximize campus ownership of the planning process and the resulting plan;

Involve internal and external University constituents in the on-going operational planning

and refinement process;

Analyze the current level and significance of sustainability in operations, teaching,

research, and outreach;

Analyze the resources being used for campus sustainability and estimate additional

resources needed;

Clarify the notion of campus sustainability, learning from how other campuses and

organizations conceptualize sustainability and put sustainability into practice; and

Establish criteria for BSU to be a model institution dedicated to sustainability.

Sustainability Plan Goals

The proposed goals should:

be easy to measure, so as to hold BSU accountable for progress

avoid confusion with broad strategies and action plans

align with, or minimize conflicts with, other university strategic and operational plans

share responsibility and benefits with the whole University

be engaging and strategic

demonstrate a grounding in baseline data and needs assessments

apply both internally and externally to university-related activities.

Team Membership

Members from BSU’s Shared Governance jointly participated in the plan development.

The Climate Commitment Coordinating Committee is comprised of a wide spectrum of students,

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faculty and staff who were selected because of their expertise and commitment to work together

toward sustainability goals.

Listed below are the members who serve on the Climate Commitment Coordinating

Committee (C4):

Dr. Karl Brockenbrough, Chair, Vice President for Administration and Finance Division

Dr. Alirio Valbuena, Vice President for Division of Information Technology

Dr. Darsana Joysula, Faculty, Computer Science Department

Darryl Williford, Director, Facilities Management

Kevin Pothier, Staff, Head of Acquisitions

Dr. Regina Tawah, Faculty, Accounting, Finance and Economics Department

Patricia Hughes, Faculty, Computer Science Department

Barbara Mansfield, Staff, Division of Information Technology

Mi’Shaun Stevenson, Staff, Administration and Finance

Dr. Steve Sheffield, Faculty, Natural Science Department

Jacqueline Palmer, Staff, Facilities Management

Dr. Bill Lawrence, Faculty, Natural Science Department

Dr. Felicia Valdez, Faculty, Technology, Learning and Professional Development

Dr. Cornelia Brooks, Faculty, Psychology Department

Yolanda Dandridge, Staff, University, Relations and Marketing

Susan Damon, Staff, Student Accounts Office

SGA Representatives

GSA Representatives

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Plan Development Process

The Campus Sustainability Plan (CSP) was developed as a result of a year long effort by team

members. Highlights of that effort are listed below:

January 2008 – October 2008: Team developed carbon footprint/inventory meet on a

regular basis to research and develop carbon footprint/inventory, as well as analyze and

develop potential recommendations for the plan

March 2008 – C4 Chair meets with President to provide a status update on the Carbon

Footprint Inventory

June 2009: The BSU Environmental Sustainability Team (BEST) began work on the

creation of a Climate Action Plan draft with a target completion date of fall 2009

August – October 2009: Draft plan revised and reviewed by various members of BEST

Revisions to plan will be made based upon feedback from campus community

November 2009 – Anticipated completion of revisions and BEST submission to C4 Chair

for review and presentation to University Council and President’s Cabinet.

The Campus Sustainability Plan contains an Executive Summary, an Introduction, six sections

containing specific recommendations (Organization, Operations, Teaching, Outreach, Research,

and Assessment), and a Conclusion. The recommendation sections are organized in a similar

fashion, starting with a long term vision, an introduction, major goal, history of campus activity,

and an action plan. The action plan contains recommendations for achieving the stated goals.

Specific recommendations are categorized as either possible today (“initial consideration”),

requiring more time (“within three years”), or long term (defined as 5 years or greater).

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Organization

Introduction. To be effective in making sustainability a more significant part of the campus, we

need to formalize and institutionalize the university’s commitment to sustainability by creating

structures and positions that assist in the development, coordination, and oversight of the

sustainability initiative. The C4 considers the recommendations in this section of the plan to be

crucial to launching a coordinated effort to carry out the campus sustainability plan. Success in all

other areas of the plan is dependent upon sound organization and structure.

Long-term vision: To have positions, offices, and programs sufficient to support initiatives for,

and enhance the importance of, sustainability in all facets of campus life.

Goal: To establish an organization capable of supporting campus sustainability initiatives as soon

as is feasible, but within twelve months of the adoption of this plan.

History: In recent years, sustainability efforts at BSU have been supported by various individuals,

offices, and programs, from the President to student volunteers. In 2007 the President established

the Climate Commitment Coordination Committee (C4) to create a sustainability plan for the

campus. However, this work has generally been done by individuals on top of a full slate of other

duties and obligations, making support of sustainability conflict with regular job performance. In

addition, we have proceeded without someone who coordinates and has expertise in all the aspects

of sustainability. As a result, there is inadequate development and coordination of all the various

aspects of sustainability on campus.

Action plan recommendations:

In order to adequately carry out the ambitious goals contained in this plan, the following

organizational changes should be implemented as soon as possible:

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Initial Consideration First Year

Reaffirmation of established Climate Commitment Coordinating Committee (C4), with

representation from across campus, to advise campus leaders on sustainability initiatives

and to provide oversight of sustainability efforts

Establish a Unit Level Sustainability Coordinators (ULSC) from each functional area.

o Coordinators will be trained in sustainability initiatives and policies and act as a

local resource and sounding board for sustainability related matters.

Establish a C4 Budget Sub-Committee tasked with determining and investigating funding

sources and requirements for ongoing campus-wide Green Initiatives

Establish a C4 Outreach Sub-committee to directly interact with student centered

organizations as well as internal and external campus community

Establish a C4 Sub-committee devoted to risk management and assessment

Designate sustainability responsibilities for Administrators to institutionalize the

university’s commitment to sustainability

Award Energy Performance Contract to ensure appropriate energy conservation measures

are instituted with regard to building systems

Develop sustainability presentation to be incorporated and presented each semester at

freshman seminar, and faculty orientation as well as new employee orientations as they

occur throughout the year

Develop paper community program whereby employees are issued electronic pay stubs as

well as advocate campus-wide paperless work processes were practicable. This program

would also offer an Opt-out for junk mail

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Develop “Green-Whistle” program which will establish a method for reporting or

inquiring about campus green concerns

Within Three Years

Establish a Campus Sustainability Endowment Fund to provide a method for donors to

contribute to sustainability and to provide a reliable and continuing source of funds for the

future.

Obtain LEED Certification for Janitorial staff.

These thirteen recommendations would be combined to provide the attention, effort, and

resource gathering needed to accomplish specific recommendations listed elsewhere in this plan.

Organizational Relationships

C4 generated many specific ideas about how the organizational recommendations might be

implemented. Several are critical to understanding how the recommendations are linked.

Climate Commitment Coordination Committee (C4) responsibility

C4 shall report to the BSU President. C4 shall oversee, provide direction to, and evaluate

the efforts of the ULSC’s across campus. C4 also may assist the ULSC’s in certain matters, take

leadership in special issues (such as the curriculum), and advise campus leaders on sustainability

initiatives. The leadership of the C4 could be shared (e.g. co-chaired) by staff with demonstrated

commitment to sustainability representing both teaching and operational aspects of the university.

The goal would be to provide a balanced, well-informed, and objective leadership for this

administration-advising body. The C4 makes recommendations to the President.

priorities for sustainability plan goals

campus wide sustainability procedures and policies

membership in off-campus sustainability organizations or initiatives

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Unit Level Sustainability Coordinator (ULSC) duties:

The ULSC shall report to the C4 regarding progress towards the achievement of sustainability

goals and objectives. The USLC could have other stand-alone duties, such as:

foster coordination and communication between individuals and units

collect and manage data vital to implement and assess the Campus

Sustainability Plan

assist and support efforts of students by supervising interns and collaborating with

student groups

lead on sustainability training, outreach and publicity (e.g. website, presentations,

events)

assist faculty teaching by providing information and sharing expertise gained from C4

interaction

facilitate collaboration with other universities and outside organizations

assist with sustainability research and extend the C4’s capacity to inform the campus

community and receive feedback by:

o Transferring information to and from major functional areas of the campus

o Receiving more training to be able to serve as resource specialists

Administrators

Administrators could call on the ULSC and C4 to develop and implement strategies for

meeting sustainability goals in the area of responsibility. The C4, ULSC and administrators could

all play roles in creating and fostering alliances with surrounding communities, groups and

businesses.

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Organization

The goal and recommendations in this section of the plan were deemed crucial to

launching a coordinated effort to carry out the campus sustainability plan. Success in all other

areas of the plan is dependent upon sound organization and structure. The long-term vision is to

have resources sufficient to support initiatives for, and enhance the importance of, sustainability in

all facets of campus life.

Goal: Establish an organization capable of supporting campus sustainability initiatives as

soon as is feasible, but within twelve months of the adoption of this plan. The main

recommendations to support this vision and goal are:

Create a Unit Level Sustainability Coordinators from each functional area

Designate sustainability responsibilities for Administrators

Establish a Campus Sustainability Fund

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Chapter 3. Energy Conservation and Power Sources

The operations section contains eleven sub-sections covering a wide range of activities.

The long term vision is that BSU will conduct all aspects of campus operations in a fashion that is

ecologically sound, socially just, and economically viable. The C4 will assume a leadership role in

the effort to create a truly sustainable campus with the goal to have a net zero impact upon the

climate and environment. The sub-sections and associated goals are:

Electrical Energy Management and Conservation: Become an institutional role model for

electricity conservation through the rigorous implementation of emerging technology to increase

efficiency, and the application of policy-based conservation practices to reduce waste. Our goal is

to reduce overall electrical consumption 20% from 2006 levels by 2012.

Campus Heating: Reduce the annual consumption of fossil fuels for heating by 20% from 2006

levels by 2012.

Sustainable Energy: Become less dependent upon fossil fuel energy for electricity, heating and

cooling.

Fresh Water Conservation: Reduce overall water consumption levels by 30% from 2006 levels

by 2012.

Storm Water Management: Reduce the amount of total suspended solids coming off of the

campus by 20% before 2010 and 40% before 2013 (from 2006 baseline).

Facilities Planning, Renovations and Construction: Utilize energy efficient and sustainable

design standards on all new construction and applicable renovation projects undertaken after 2009.

As of that deadline, all construction and renovations projects shall seek to meet or exceed LEED

“Silver” level of sustainability pending capital funds availability.

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Transportation: Reduce automobile trips to campus by 20% by 2012, through incentives and

improvements in sustainable alternatives such as advocating carpooling and public transportation.

Possibly institute a shuttle service to subway.

Purchasing: Develop and follow sustainability-focused purchasing policies in more than 50% of

spending for campus materials and equipment by 2012 by instituting a shared supply system.

Solid Waste Management: Reduce production of municipal solid waste by 30% from 2006 levels

by 2012 by working in conjunction with Facilities Management and Food Services to enhance

solid waste and recycle programs. Introduce “Trayless” days in the cafeteria by limiting tray usage

which may lessen discarded amounts of uneaten foods. Increase recycling efforts to include all

recyclables including cardboard. Expand recycling incentives such as recycle-mania to include all

buildings on campus and participate in nationwide competitions.

Greenhouse Gas Inventory and Reporting: Reduce greenhouse gas emissions campus wide. In

2007 BSU completed calculations is greenhouse gas emissions utilizing Clean Air Cool Planet’s

Carbon Calculator spreadsheet. This will serve as the baseline for measuring reductions in

emissions in the future. The summary is included in appendix IV.

Food Services: Minimize the environmental and social impacts of operations including indirect

impacts of suppliers while continuously providing a variety of nutritious and sustainably-grown

foods by possibly establishing campus community gardens.

Grounds Maintenance: Increase biodiversity and usable green space of the campus while

reducing dependence on fossil fuels, other extracted minerals, chemical fertilizers and pesticides

by advocating compositing. As equipment is replaced investigate the availability of alternative

power sources for replacements.

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Chapter 4. Transportation

Transportation to and from Bowie State University (BSU) is a significant contributor to the

campus’ carbon footprint. As shown in the below table, BSU issued 2,668 parking permits for

FY 2010. BSU also operates a fleet of vehicles for Public Safety, Maintenance, Athletics, and

staff transportation.

Parking Permits issued for Bowie State University Fall 2009

Type of Permit

Issued

Classification Number Issued

1 Fall Semester, Only – students 207

C Commuter Students (full-time) 1123

P Part-Time Commuters 402

R Resident Students 324

F Faculty 247

RES Reserve Faculty/Staff 77

S Staff 288

TOTAL 2668

Upon signing the President’s Climate Commitment, the University obliged itself to review all

areas of potential reductions in carbon emissions. Campus transportation is one of those areas.

BSU is uniquely situated in a location between Washington, DC and Baltimore, MD and is

served by the Washington Metro Transit Authority bus systems as well as the MARC train

system with connections to the Baltimore and Washington metro areas. The Marc train station

(Penn Line) is directly adjacent to the campus and bus service is provided directly to the main

campus area. All stations and stops are within walking distance to all campus buildings

eliminating the need for a shuttle service.

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The Climate Commitment Coordinating Committee is continually to review the utilization of

these transportation options and will make recommendations for improvements when

necessary.

I. Approach

A. Faculty, Staff and Student Commuting to Campus

Faculty, staff and students commuters utilize various methods to commute to campus.

Currently approximately 96% of staff and 61% of faculty drive their personal vehicles to

campus. Of the 5,600 students enrolled at BSU over 2,000 are currently authorized to drive

and/or park a vehicle on campus. The committee estimated these numbers based on parking

permit data from the Department of Public Safety. The University needs to promote the use of

public transportation and encourage diverse options that will assist employees and students

lower their carbon footprint.

Diverse Lower Carbon Strategies Needed

Lower carbon commuting strategies include a greater promotional plan to encourage

faculty, staff & students to use the MARC Train and Metro Bus system. The University could

derive at incentives that will increase the use of public transportation.

BSU is located in the center of the 3 major cities in the DC/MD region there is Annapolis,

Baltimore and Washington, DC. The University should broker more connections with other

busing companies from Annapolis, MD which is home to a large number of faculty, staff and

students and yet there is no bus that can get them from that area to the University. The

neighboring city of Laurel, MD also is also home to a major number of the University

Community and there is very limited public transportation to and from that area.

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The University is considering construction of new resident halls. BSU is also being considered

for a property transfer of land near the MARC Station and is working with Prince George’s

County to develop strategies for this land to increase a variety of apartment complexes that

will increase the number of students living on and near campus.

The University initiated out a carpooling program. The program is underutilized and needs

to be redeveloped and marketed to encourage employees to carpool to work in order to reduce

the number of vehicles coming to campus. There are many staff and faculty who carpool and

they should be contacted by the C4 committee to assist in encouraging others to do the same.

Lastly, as BSU moves to purchase new vehicles for its fleet, hybrids and other energy

efficient vehicles should be considered. Currently the University owns 38 vehicles in total. The

Transportation Department currently has 3 alternative fueled vehicles; Public Safety has 1

alternative fueled vehicle. BSU purchases its vehicles from the Maryland State Contracts.

Alternative fueled vehicles should be considered for all new vehicles purchases from the

contract. However because some of these cutting edge technologies are still in their infancy a

thorough evaluation must be completed before purchasing such vehicles. Areas to be

considered include refueling infrastructure, funding, maintenance and training.

Impacts from reduced Vehicles on Campus

There will likely be a number of positive impacts from reducing the number of cars on

campus. Among these impacts is a lessening of congestion on campus. There may be less

demand for parking, which may allow certain lots to free up and the land used for other

initiatives.

The increase of residence buildings in the next 5 years and the increase cost in fuel, car

repairs and other vehicle expenses will allow the University to rethink how to offer new

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incentives like a shuttle bus to local entertainment and shopping for a larger student body on

campus. Better services to students will encourage the increase in future residence buildings

making BSU more a resident University than a commuter university.

Measuring the Adoption of Alternative Transportation Options

Given the challenge and expense of monitoring multiple modes of transportation to

determine mode switching and the resulting emission reductions, the Climate Control

Coordinating Committee recommends that in the near‐ term, commuter parking permits be

used to track progress away from single occupancy vehicle commuting to more sustainable

modes of transportation. It is recognized that this metric is imperfect for a number of reasons.

Specifically, the total number of issued commuter permits does not directly correlate to the

amount of greenhouse gas emissions associated with commuting. The University does not

have accurate survey data about campus commuter behavior, and therefore, use of the metric

relies on a number of assumptions about commuter frequency and the average fuel economy of

commuter vehicles.

Nonetheless, using the number of issued commuter parking permits as a method of

measuring progress is the most viable near‐ term strategy since the data is readily available

and currently used to estimate commuter related emissions. Moreover, giving up one’s

commuter parking permit and the associated convenience signals a willingness to change one’s

behavior and try lower carbon modes. Thus, the milestones established by the Climate Control

Coordinating Committee will be based on reducing commuter parking permits which are

converted into an emission reduction target. The University needs better commuter frequency

and vehicle data to more accurately estimate the commuter footprint. This will allow for direct

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computation of each individual’s commuting footprint and diminish the need to use parking

permits as the sole measurement tool.

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Chapter 5. Education, Training and Research

The long-term vision is to link the university’s formal teaching mission and informal

teaching opportunities to develop understanding, attitudes and habits that promote sustainability.

This section of the plan suggests a variety of ways that BSU can improve the way that it teaches

sustainability, both inside the classroom and outside of it. The sub-sections and associated goals

are:

Curriculum: Sustainability should be a recognized, emphasized, and common theme

across colleges, departments and general education initiatives. Students should have

extensive and diverse opportunities to study sustainability in their coursework. C4 can

enlist help from the Provost and Student Affairs to introduce green-consciousness into the

curricula.

Extra-curricular Awareness Raising across Campus: Raise awareness of students and

staff through participation in campus sustainability activities that take place outside of the

formal classroom. Doing so will increase our chances of generating a campus-wide

commitment to sustainability by working with Student Affairs and SGA to develop

Student Green-Fun awareness programs

Campus Events: Offer a large number and wide variety of well-attended events that teach

and promote sustainability, and to coordinate and promote those events. Encourage active

participation in annual Earth Day celebrations, Recyclemania competition and institute

“Adopt-an-Area” competitions among the student groups.

Internships, Service Learning and Volunteering: Expand the opportunities for students

to garner hands-on experience in a wide range of sustainability initiatives by increasing the

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number of available internship, service learning, and volunteer experiences. Working with

SGA to enlist green champions among student body

Research

The long term vision is that scholarly activities by faculty, staff and students generate ideas

for creating a sustainable future. This section of the plan is primarily a vision of how to create

future opportunities.

Goal: Develop and maintain research and scholarships that support campus sustainability

efforts, contribute to the professional development of staff, and challenges students to

apply their emerging skills and knowledge.

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Chapter 6. Funding the Plan

The human resources described above will need financial and institutional support. The

recommendation to establish a fund would provide one instrument for focusing resources, e.g. by

collecting donations, revenues, or cost-savings. This would be in addition to using existing means

to procure funding through the state, and grants.

Discussions could also be undertaken with the BSU Foundation and student organizations

about ways they might wish to contribute to fundraising. Regardless of which funding sources are

identified, the human resources are a prerequisite to being able to fully implement campus

sustainability.

Budget Recommendation:

An appropriate level of funding will be required for successful implementation of Campus

Sustainability Plan. Student assistants would be extremely valuable given the scope (e.g. auditing,

planning, outreach, etc.) and the importance of student involvement and engagement.

Sustainability Fund: A sustainability fund or funds could be created to address:

Donations to be collected by the BSU’s Foundation

A specific capital campaign, or strengthening the sustainability dimensions of other capital

campaigns (e.g. New Academic Building)

Targeted faculty chairs, scholarships, internships and student research funds to reward and

encourage sustainability related activities on campus

A rotating fund that can capture cost savings and revenues for later investment in new

initiatives

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Chapter 7. Goals and Recommendations

The Campus Sustainability Plan is comprehensive and ambitious, and includes many

recommendations for initial consideration, within three years, and future consideration. While all

of the recommendations would help make BSU more sustainable, some are critical, especially as

we begin the process of implementation. Below is a list of those crucial tasks.

1) Create Organizational Infrastructure to Support Sustainability

2) Perform Energy Audit and Implement Recommendations

3) Encourage the Teaching of Sustainability

4) Initiate Residence Hall Programs on Sustainability

5) Implement recommendations from recent campus-wide environmental audit

6) Initiate Planning Procedures in Key Operational Areas

- Transportation

- Purchasing

- Recycling

7) Develop Websites

8) Develop Community Gardens and Composting Site

9) Implement modifications to dining services (e.g. trayless services, composting)

10) Adopt LEED standards for construction and renovation projects as funds allow

11) Perform annual action plan progress review

Outreach

The long-term vision is that the university is well-known throughout the region and country as a

source of information and inspiration about sustainability. This part of the plan focuses on ways of

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sharing knowledge with the broader community and draws from the Sustainability Education,

Teaching and Research dimensions.

Goal: Develop and maintain sufficient outreach efforts so that the sustainability lessons

learned by BSU are known, appreciated, understood and used by the public.

A. Establish relationship with City to partner in and elevate green-awareness in the

surrounding community.

a. Host an annual Earth Day celebration/conference and advertise event

via eco-networks (GenGreenLife, Earthbeat Radio, etc.)

b. Maintain teaching food gardens (for use in campus cafeteria and/or

donated to local food banks and/or sold at Bowie Farmer’s Markets in

summer)

i. On campus grounds

ii. With MNCPPC and other local growers on Enterprise Road

c. Faculty, staff and student participation in congressional meetings, rallies

or other green initiatives and politics to foster sustainability both locally

and globally

d. Create a prominent C4 link on the BSU website to disseminate updated

green information and tips to the community; perhaps include

mainstream communication methods such as Facebook, MySpace and

Twitter

e. Provide interviews/advice via local TV, radio & newspaper

B. Establish relationships with local schools for the purpose green-awareness and

sustainability.

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a. Facilitate green information events for schools, students & parents

b. Advise and support school gardens

c. Host green competitions include full-family competitions for grade

school

d. Offer credit and non-credit classes on sustainability and promote via

eco-networks Note: BSU’s Natural Science Department is currently

listed with www.GenGreenLife.com

C. Faculty, staff and student participation/presentation in established local &

national sustainability activities.

a. DOE’s annual Solar Decathlon held in DC on the National Mall

b. The annual Green Festivals in DC, Chicago, Denver, San Francisco and

Seattle

D. Establish relationships with local green businesses for supplies and services

E. Create sustainability partnerships with villages and towns in US and other

countries and sell their mindful wares in the bookstore and at Earth Day; may

require transportation energy, but does speak to C4’s commitment to social

justice and global community.

a. products e.g. Ugandan women making beaded necklaces and bracelets

out of paper

b. Fair Trade e.g. chocolate from unified cocoa farmers of the Kuapa

Kokoo Cooperative in Ghana

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F. Provide online report card of yearly sustainability events and promote to

campus community. This is typically a part of the Assessment dimension of

sustainability.

Assessment

The long term vision is that BSU acquires and uses sufficient information to guide and make

understandable its sustainability efforts, planning, and decision-making.

Goal: Establish the means to assess campus sustainability and provide information to

students, staff and community by featuring C4 projects and initiatives on the BSU website.

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Appendix I. Acronym List

ACUPCC American College and University Presidents Climate Commitment

AF Administration and Finance

AFV Alternatively Fueled Vehicle

AREC Agricultural and Resource Economics

BEST BSU Environmental Sustainability Team

C4 Climate Commitment Coordinating Committee

CAFE Corporate Average Fuel Economy

CAP Climate Action Plan

CHP Combined Heat and Power

CIER Center for Integrative Environmental Research

CO2 Carbon dioxide

COMAR Code of Maryland Regulations

CPU Central Processing Unit

DIT Division of Information Technology

DOTS Department of Transportation Services

EPA Environmental Protection Agency

EPAct Energy Policy Act of 2005 / 1992

EPC Energy Performance Contract

EPP Environmentally Preferable Procurement

ESCO Energy Service Company

FMO Facilities Management Office

FTE Full Time Equivalent

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GHG Greenhouse Gas

GRB General Research Board

GSA Graduate Student Association

HRO Human Resources Office

HVAC Heating, Ventilation and Air Conditioning

KWh Kilowatt‐hour

LEED Leadership in Energy and Environmental Design

MD Maryland

MFRI Maryland Fire and Rescue Institute

MRA Maryland Recycling Act

MTCO2e Metric Ton CO2 equivalent

MW Megawatt

NPV Net Present Value

PRD Performance Review and Development Process

PV Photovoltaic

REC Renewable Energy Certificate

RPS Renewable Energy Portfolio Standard

SGA Student Government Association

TBA To Be Announced

TBD To Be Determined

UC University Council

UMR University Marketing and Relations

WG Work Group

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Appendix II Glossary

Alternative Energy: Energy sources different from those in widespread use at the moments,

which are referred to as conventional. Alternative energy sources include solar, wind, wave, tidal,

hydroelectric, and geothermal. Although each has its drawbacks, none of these energy sources

produces significant air pollution, unlike conventional sources.

Bio-Diesel: A type of biofuel that can be used in place of diesel fuel in modified engines.

Biodiesel (fatty acid alkyl esters) is a cleaner burning diesel replacement fuel produced (by

transesterification) from natural, renewable sources such as new and used vegetable oils and

animal fats. A common form of biodiesel is rapeseed methyl ester (RME), which is derived from

rapeseed oil.

Biofiltration: A pollution control technique using living material to capture and biologically

degrade process pollutants. Common uses include processing waste water, capturing harmful

chemicals or silt from surface runoff, and micro biotic oxidation of contaminants in air.

Biomass: Refers to living and recently dead biological material which can be used as fuel or for

industrial production. Most commonly, biomass refers to plant matter grown for use as biofuel, but

it also includes plant or animal matter used for production of fibers, chemicals or heat. Biomass

may also include biodegradable wastes that can be burnt as fuel.

British thermal unit (BTU): Any of several units of energy (heat) in the HVAC industry, each

slightly more than 1 kJ. One BTU is the energy required to raise one pound of water one degree

Fahrenheit, but the many different types of BTU are based on different interpretations of this

“definition”. The power of HVAC systems (the rate of cooling and dehumidifying or heating) is

sometimes expressed in BTU/hour instead of simply watts.

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Chiller: A device that removes heat from a liquid via a vapor-compression or absorption

refrigeration cycle. This cooled liquid flows through pipes in a building and passes through coils

in air handlers, fan-coil units, or other systems, cooling and usually dehumidifying the air in the

building. Chillers are of two types; air-cooled or water-cooled. Air-cooled chillers are usually

outside and consist of condenser coils cooled by fan-driven air. Water-cooled chillers are usually

inside a building, and heat from these chillers is carried by recirculating water to outdoor cooling

towers.

Composting: The controlled aerobic decomposition of biodegradable organic matter, producing

compost. The decomposition is performed primarily by aerobic bacteria, helped by larger creatures

such as ants, nematodes and oligochaete worms.

Connected Load: The sum of the ratings of the electricity consuming apparatus connected to a

generating system.

Controller: A device that controls the operation of part or all of a system. It may simply turn a

device on and off, or it may more subtly modulate burners, compressors, pumps, valves, fans,

dampers, and the like. Most controllers are automatic but have user input such as temperature set

points, e.g. a thermostat. Controls may be analog, or digital, or pneumatic, or a combination of

these.

Ethanol: Also known as ethyl alcohol or grain alcohol, a colorless liquid that is produced by the

fermentation and distillation of starch crops, such as corn, barley, that have been converted into

simple sugars. Its chemical formula is C2H5OH. Ethanol can also be produced from cellulosic

biomass such as trees and grasses and is called bioethanol. It is most commonly used to increase

octane and improve the emissions quality of gasoline and is also used as an alternative fuel.

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E-85: Ethanol can be blended with gasoline to create E85, a blend of 85% ethanol and 15%

gasoline. E85 and blends with even higher concentrations of ethanol, E95, for example, qualify in

the US as alternative fuels under the Energy Policy Act of 1992 (EPAct). Vehicles that run on E85

are called flexible fuel vehicles (FFVs) and are offered by several vehicle manufacturers.

Energy Audit: A survey that shows how much energy is used in a facility. It helps identify

inefficiencies and ways to use less energy. An energy audit will pinpoint where a facility is losing

energy and determine the efficiency of a facilities heating and cooling systems.

Geothermal energy: Heat from the Earth's interior that is a potential source of energy. The

commonest way of capturing the energy from geothermal sources is to tap into naturally occurring

hydrothermal convection systems where cooler water seeps into the Earth's crust, is heated, and

then rises to the surface. When heated water is forced to the surface, it is straightforward to

capture that steam and use it to drive generators.

Geothermal Heat Pump: A type of heat pump that uses the ground, ground water, or ponds as a

heat source and heat sink, rather than outside air. Ground or water temperatures are more constant

and are warmer in winter and cooler in summer than air temperatures. Geothermal heat pumps

operate more efficiently than conventional or air-source heat pumps.

Green Power: A popular term for energy produced from clean, renewable energy resources.

Greenhouse Gases: Those gases, such as water vapor, carbon dioxide, tropospheric ozone,

methane, and low level ozone that are transparent to solar radiation, but opaque to long wave

radiation, and which contribute to the greenhouse effect.

Green Roofing: A green roof is a roof of a building that is partially or completely covered with

vegetation and soil, or a growing medium, planted over a waterproofing membrane. It may also

include additional layers such as a root barrier and drainage and irrigation systems. The term

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"green roof" may also be used to indicate roofs that utilize some form of "green" technology, such

as solar panels or a photovoltaic module. Green roofs are also referred to as eco-roofs,

vegetated roofs, living roofs, and green roofs.

HVAC: An acronym that stands for "heating, ventilation, and air conditioning". HVAC is

sometimes referred to as "climate control" and is particularly important in the design of medium to

large industrial and office buildings such as sky scrapers and in marine environments such as

aquariums, where humidity and temperature must all be closely regulated while maintaining

safe and healthy conditions within.

Kilowatt (kW): A standard unit of electrical power equal to 1000 watts, or to the energy

consumption at a rate of 1000 joules per second.

Kilowatt Hour (kWh): A unit or measure of electricity supply or consumption of one thousand

watts acting over a period of one hour. The kWh is a unit of energy. 1 kWh = 3600 kJ =3412 Btu.

Leadership in Energy and Environmental Design (LEED): A list of standards and certification

scheme for environmentally-sustainable construction developed by the US Green Building

Council (USGBC). The Leadership in Energy and Environmental Design (LEED) Green Building

Rating System is presently the most popular and respected guide for green building in the United

States. It evaluates environmental performance from a whole-building perspective over a

building's life cycle, providing a definitive standard for what constitutes a "green building."

Light Emitting Diode (LED): A semiconductor light source. LEDs can produce a very bright

light for a small amount of power. They are used in many applications e.g. car break lights, traffic

lights, but white colored LEDs are a relatively new technology.

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Low emissivity (low-E) Glass: Glass that has a low-emissivity coating applied to it in order to

control heat transfer through windows. Windows manufactured with low-E coatings typically cost

about 10–15% more than regular windows, but they reduce energy loss by as much as 30–50%.

Methane: A colorless, odorless, tasteless gas composed of one molecule of carbon and four of

hydrogen, which is highly flammable. It is the main constituent of natural gas that is formed

naturally by methanogenic, anaerobic bacteria or can be manufactured, and which is used as a fuel

and for manufacturing chemicals.

Photovoltaic: Pertaining to the direct conversion of light into electricity. The word "photovoltaic,"

first used in about 1890, is a combination of the Greek word for light and the name of the physicist

and electricity pioneer Allesandro Volta. So, "photovoltaic" can be translated literally as "light-

electricity." The conversion of sunlight to electricity using photovoltaic (PV) cells, also known as

solar cells, is based on the photoelectric effect discovered by Alexander Becquerel in 1839.

The photoelectric effect describes the release of positive and negative charge carriers in a solid

state when light strikes its surface.

Solar Hot Water Heating System: Solar water heating systems include storage tanks and solar

collectors. There are two types of solar water heating systems: active, which have circulating

pumps and controls, and passive, which don't. Most solar water heaters require a well-insulated

storage tank. Solar storage tanks have an additional outlet and inlet connected to and from the

collector. In two-tank systems, the solar water heater preheats water before it enters the

conventional water heater. In one-tank systems, the back-up heater is combined with the solar

storage in one tank.

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Thermal Ice Storage: Refers to a number of technologies that store energy in a thermal reservoir

for later reuse. They can be employed to balance energy demand between day time and night time.

The thermal reservoir may be maintained at a temperature above (hotter) or below (colder) than

that of the ambient environment. The principal application today is the production of ice, chilled

water or eutectic solution at night, which is then used to cool environments during the day.

Wind Turbine: A wind energy conversion device that produces electricity; it typically has one,

two, or three blades. Wind turbines can be classified into the vertical axis type and the horizontal

axis type. Most modern wind turbines use a horizontal axis configuration with two or three blades,

operating either downwind or upwind.

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Appendix III BEST Directives and Resources

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President’s ACUPCC

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Climate Commitment Coordinating Committee (C4) Pledge Membership

Appendix IV Greenhouse Gas Inventory Summary